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Collaborative efforts that engage participants in a shared evaluation experience of data gathering and analysis can lead to changes in evaluation capacity of individuals and organizations, science and mathematics teaching and learning.

Sarason (1996) urges districts and universities to create opportunities for collaboration that move across current hierarchies.

Cochran-Smith and Lytle (1999) contend, “Knowledge emerges from the conjoined understandings of teachers and others committed to long-term observation and documentation of learners and their sense making” (p. 275).

Huffman and Kalnin (2003) found that when science and math teachers engaged in collaborative inquiry, they not only changed their instruction, but also began to make school-wide changes.

If teachers don’t move beyond action research and engage in school-wide changes they are “just playing in the sandbox” (Elmore)

Engage students in inquiry using the FOSS kits as a framework for the learning experiences.

Write multiple choice mini-assessments for teachers to use as embedded assessment throughout the school year while using FOSS kits.

The intent for the mini-assessments is to provide teachers with a means for gathering regular student assessment data aligned with the curriculum, the state science standards, and the state science test.

Write multiple choice mini-assessments for teachers to use as embedded assessment throughout the school year while using Investigations in Number, Data, and Space

The intent for the mini-assessments is to provide teachers with a means for gathering regular student assessment data aligned with the curriculum, the state mathematics standards, and the state mathematics test.